A Historical View of Technology in the Classroom

Below are my responses to the questions addressed in steps 1 and 2 from Interactivity #2, here as a separate blog post.

Step 1:

            Based on the video, I would have to say that the technology that has influenced music education the most, starting from 1900, would be the radio. As mentioned in the video, the radio is the first medium that was used to broadcast music education programs, specifically by WHA in 1917. Even before this began, the radio was most likely the main way that students were exposed to music of the current time. In music classes with younger students (ie. early elementary school), the two main activities that take place are singing and listening to music. I remember spending much of my time in elementary school listening to different pieces of music and discussing them and answering questions about them. My teachers did not use radios, but they used similar devices, such as CD/cassette players and even a record player. I suppose that the one problem a radio would propose in this case (that would not be an issue with a device such as the ones listed previously) is that teachers and students cannot select specific songs to listen to at specific times.

Step 2:

            After reading both of Dr. Domine’s writings on technology in the classroom, I have decided that the technology that has had the most impact on music education is the television. Although I was never able to witness a world without this technology for sake of comparison, I think that its invention marked the biggest turning point in the advancement of education. This argument may seem unlikely at first, especially after my remarks about how the television is becoming an antiquated technology in Interactivity #1. When thinking about it in simplest terms, the purpose of a television is similar to that of a radio; both provide exposure to current events, be it informative news, entertainment, or a combination of both. The television, however, offers a whole other sense to be captured, that of course being sight. In the article “A Social History of Media, Technology and Schooling,” Grace, the interviewee, comments that upon first seeing a television at the 1939 World’s Fair in London, her great grandmother thought of it as merely a “big radio with a window on the front.” Grace’s mother, on the other hand, thought of this window as a “window to the outside world.”

I think that is a perfect way to describe television’s early influence on education. As I mentioned previously, the radio is a main way that students were able to learn about the music of their time. The television was able to serve this same purpose with the addition of a visual representation. Grace mentions that the television’s use in the classroom was limited at the time her mother was teaching, as television programs consisted primarily of “musical recitals, short talks, recitations, and skits.” I think that all four of these methods of communication through television are excellent and captivating educational devices. In the case of music education, students can observe so much through the viewing of a musical recital. Many music classes in college require that students attend a certain number of live performances for the sake of observing professionals, critiquing others, and learning about social/cultural settings. Watching a performance on television allows students to do the same, except for the fact that the students are at the mercy of factors such as camera work and broadcast quality.

A Snapshot of the Technology in an Elementary School in New Jersey

            Today I completed my third out of four observation sessions at an elementary school in New Jersey for my Music Classroom Methods I class. (I will keep this school’s identity private, since this post will be public on the internet.) Although I have visited several other public schools for observations and fieldwork prior to this one, I just cannot get over the technological resources that are available at this school. The first thing that struck me on the very first day is the new (latest model) iMac computer in the music classroom. According to the music teacher, the school’s technology lab is full of identical computers. When I went to elementary school, most of the computers in the computer lab were older models, some of which were slow and froze often. The only computers that I recall having in classrooms were much older models that were most likely stocked with a basic word processing program and a few simple educational games, such as Coin Critters. (Does anyone else remember playing that game, or am I the only one? It was always my favorite educational game to play elementary school.)

            In addition, this elementary school’s music classroom, the only location that I have seen in detail, is stocked with a full built-in sound system. When the music teacher wants to play a musical example for the students, all he has to do is plug in his own computer (which he seems to prefer to use over the classroom one) into the sound system, and the students instantly have access to the music. I also learned today that every teacher at the school is given an iPad to use. The music teacher even admitted that he sometimes has trouble finding an adequate use for so much technology in music. I agree with his overall mentality that technology should be used as a tool to enhance education, but it should not replace education itself. Music is a subject that allows a high level of creativity and self expression, and he is worried that giving students too much of a prominent access to technology will hinder their abilities to have a truly authentic experience at creating material and really making it their own. In addition to digital technology, the music room is also stocked with a generous array of instruments for the young students to use. From recorders to auto-harps to hand-drums of various sizes, the instruments available to students at this elementary school really help create an active and hand-on learning experience, something I wish could have been a bit better throughout my music education in elementary school.

Interactivity #2: The History of Technology in Schools

Step 1:

            Based on the video, I would have to say that the technology that has influenced music education the most, starting from 1900, would be the radio. As mentioned in the video, the radio is the first medium that was used to broadcast music education programs, specifically by WHA in 1917. Even before this began, the radio was most likely the main way that students were exposed to music of the current time. In music classes with younger students (ie. early elementary school), the two main activities that take place are singing and listening to music. I remember spending much of my time in elementary school listening to different pieces of music and discussing them and answering questions about them. My teachers did not use radios, but they used similar devices, such as CD/cassette players and even a record player. I suppose that the one problem a radio would propose in this case (that would not be an issue with a device such as the ones listed previously) is that teachers and students cannot select specific songs to listen to at specific times.

Step 2:

            After reading both of Dr. Domine’s writings on technology in the classroom, I have decided that the technology that has had the most impact on music education is the television. Although I was never able to witness a world without this technology for sake of comparison, I think that its invention marked the biggest turning point in the advancement of education. This argument may seem unlikely at first, especially after my remarks about how the television is becoming an antiquated technology in Interactivity #1. When thinking about it in simplest terms, the purpose of a television is similar to that of a radio; both provide exposure to current events, be it informative news, entertainment, or a combination of both. The television, however, offers a whole other sense to be captured, that of course being sight. In the article “A Social History of Media, Technology and Schooling,” Grace, the interviewee, comments that upon first seeing a television at the 1939 World’s Fair in London, her great grandmother thought of it as merely a “big radio with a window on the front.” Grace’s mother, on the other hand, thought of this window as a “window to the outside world.”

I think that is a perfect way to describe television’s early influence on education. As I mentioned previously, the radio is a main way that students were able to learn about the music of their time. The television was able to serve this same purpose with the addition of a visual representation. Grace mentions that the television’s use in the classroom was limited at the time her mother was teaching, as television programs consisted primarily of “musical recitals, short talks, recitations, and skits.” I think that all four of these methods of communication through television are excellent and captivating educational devices. In the case of music education, students can observe so much through the viewing of a musical recital. Many music classes in college require that students attend a certain number of live performances for the sake of observing professionals, critiquing others, and learning about social/cultural settings. Watching a performance on television allows students to do the same, except for the fact that the students are at the mercy of factors such as camera work and broadcast quality.

Steps 3-4:

Television: a window to the outside world

A Comparison of Music Technology Labs

            Throughout my time in both high school and college, I have spent lots of time in both school’s music technology labs. In high school, I took two Music Theory courses and worked as a lab assistant. In college, I took a Music Technology course, and I have been working as a lab monitor since last semester. Both jobs are similar, as both involve helping other students use the technology to complete their assignments; however, there is one thing that sets the two jobs completely apart from one another, and that is the technology in each lab. The difference between the two labs is astounding.

            My high school’s music technology lab seemed really exiting and advanced at the time. Located in the lab were somewhere between 12 and 15 Mac computers from the late 1990s/early 2000s. Each computer was equipped with an older version of Finale (a music notation software), Safari (for browsing the internet), and that was about it. The computers were slow, they sometimes froze and were unresponsive, and their limited screen size made it very difficult to complete larger and more complex projects. In addition, some of the computers had MIDI keyboards, but only some of them functioned. All of the computers were connected to one printer that was located outside of the lab. Although the facilities may sound somewhat disappointing based on my description, they were still put to good use.

            When I first visited the technology lab in the new music building at MSU, I was absolutely astounded. Located in the lab are somewhere between 12 and 15 Mac computers, just as in my high school lab; however, these were brand new computers at the time (now they are probably about 3 years old). Each computer has around 20 different music-related programs on them, a functioning MIDI keyboard, individual sound system controller, external speakers, and more. The extent to which these computers can be used is endless. I have only learned the basics of three of these programs, and I usually only need one, occasionally two, to complete the types of projects that I work on. In addition to the computers, there is a printer, a scanner, and a cabinet full of headphones, microphones, stands, cables, and other equipment that may be loaned out to students for their individual use.

            Part of my job as a lab monitor is to sign out equipment to students so that they can take it with them out of the technology lab in order to complete assignments in practice rooms or even outside of the music building. Because we have a newer building with many state-of-the-art technologies, some music students may take it for granted that this equipment is available for us to use on daily a daily basis; however, comparing it to the technology lab where I spent lots of my time in high school makes me really appreciate the facilities in the music building at MSU, specifically the technology lab. Perhaps the most impressive aspect of the technology lab at school is the base computer. This base computer has the same capabilities as all the others plus several more. In addition, it can connect to a large presentation screen in the front of the lab (often used for classes that take place in the lab). It is also connected to each and every one of the computers in the lab, which means that at the push of just a few buttons, all of the computers in the lab can be taken over and completely controlled using the base computer. (I believe this is done through a program called Remote Desktop.)

For anyone who read this post and would like to respond for participation purposes, here is a question I present to you: Does having access to advanced facilities, such as the ones I described in the last two paragraphs, make students more inclined to develop an interest and/or comfort level when it comes to using technology for educational purposes? Why or why not?

Interactivity #1: Technology as Autobiography

Step 1:

1. Cellphone
2. Computer
3. Television

Step 2:

            I find it inspiring that although Olivia does not have a computer in her home, she is very proficient at using one for purposes of social connection. She obviously goes out of her way to find computers that can be made available to her on a regular basis. The video did not focus much on her relationship to technology in terms of her education; however, she did mention that she likes to use MySpace to read about things that she finds interesting on a regular basis. Olivia seems like a typical teenager in that she is accomplished when it comes to online social networks, a fast texter, and likes to listen to music on her iPod. Although many of us may take these technologies for granted, they did not come to her easily. In addition to not owning a computer, she mentions that she only has an iPod because one was donated to her. Olivia’s strong relationship with technology, despite her economic situation, proves how reliant this generation has become upon these devices.

Step 3:

            I specifically appreciated one young man’s point about technology in this video. He compared technology to a soccer game. In a soccer game, if you make a wrong move, you cannot take it back and must deal with the ongoing consequences. When dealing with technology, you almost always have the option of going back or even restarting. I think that’s the one main thing about technology that appeals so much to today’s youth. As is common with most species, the younger you are, the more adventurous you are and, therefore, the more you like to experiment. Music technology has allowed me much experimentation and self-discovery over the last several years.

Step 4:

            All three of the technologies that I listed as being the most influential to my communications have also affected the way that I learn new information in a positive way. My cellphone helps keep me updated at all times. Although my cellphone is not a smart phone with eMail/internet capabilities, I still use it to communicate with people about last minute scheduling developments, keep my own schedule straight, as well as remind myself of what I need to accomplish on a daily basis. I even use it as my main calculator. My computer serves many of those purposes but on a larger scale. I use eMail to receive and send out ensemble rehearsal schedules, and I use the internet for various kinds of research. It’s amazing to think that in the days before home computers, books and other paper documents were the only ways to learn new information via reading. I use the television as my main way to keep up with current events. When I watch the news on TV, I can obtain both primary and secondary views that include both picture and audio at the same time.

            I would say that my use of a cellphone is pretty similar to those of the young people in the videos. Most people in the videos seem to have smart phones, and I do not, but I still use my phone for texting and calling, which seems pretty common for people my age. I also use my phone for scheduling pretty excessively. As a music student, I have many daily activities that I need to keep track of as well as many updates that I need to send and receive at a moment’s notice. I got the feeling that most of the people in the videos use their phones primarily for social reasons. I rarely use my computer to navigate social websites such as Facebook, Twitter, etc. Olivia seems to be very proficient at using MySpace, and I imagine that most other younger people use Facebook or similar social networking sites fairly excessively. I do not recall any of the younger people in the videos discussing their use of the television. I imagine that the TV is almost becoming an antiquated technological device due to the advancement of the computer. It is amazing that with a little patience, you can find just about anything that is on TV on the computer as well.